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Editor in Chief: Novi Andri Nurcahyono, M.Pd. (Scopus ID: 57211052188, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia) Editor: Komarudin, M.Pd. (Scopus ID: 57208301453, Universitas Islam Negeri Raden Intan Lampung, Bandar Lampung, Indonesia) Fauzi Mulyatna, M.Pd. (Scopus ID: 57208625743, Universitas Indraprasta PGRI, Jakarta, Indonesia) Aritsya Imswatama, M.Pd. (ID Sinta: 6037801, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia) Ganjar Susilo, M.Pd. (Sinta ID: 6000718, Universitas Balikpapan, Balikpapan, Indonesia) Hamidah Suryani Lukman, S.Si., M.Pd. (Scopus ID: 57211269789, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia.
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Jurnal PEKA (Pendidikan Matematika)
Published by Universitas Muhammadiyah Sukabumi
ISSN : 25986422     EISSN : 25986422     DOI : https://doi.org/10.37150/jp.v4i1
Core Subject : Education, Social,
Education Mathematics Social Sciences
Jurnal PEKA (Pendidikan Matematika) (E-ISSN: 2598-6422) menerbitkan artikel kajian ilmiah atau hasil penelitian dalam bidang Pendidikan Matematika. Adapun lingkup jurnal ini adalah : 1. Desain didaktis pembelajaran matematika 2. Media pembelajaran matematika 3. Kurikulum pendidikan matematika 4. Teori belajar matematika 5. Penelitian tindakan kelas
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 181 Documents
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Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Wordwall Untuk Meningkatkan Kemampuan Numerasi Siswa Kelas IV Sekolah Dasar Efitasari, Nora; Dahla, Taufiqulloh; Inggriyani, Feby
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/t4rtsw20

Abstract

This study was motivated by the low numeracy skills of fourth-grade students at SDN 166 Ciateul. The study aimed to determine the improvement, impact, and extent of the impact of using the Problem-Based Learning (PBL) model supported by Wordwall media to enhance the numeracy skills of fourth-grade elementary school students. This study employed a quantitative approach using a quasi-experimental method and a Nonequivalent Control Group Design. The research sample consisted of 56 students, comprising 28 students from Class IVA as the experimental group and 28 students from Class IVB as the control group. Data collection was conducted through tests. The data were analyzed using normality tests, homogeneity tests, N-gain tests, simple linear regression tests, and effect size tests. The results of the study indicate a significant effect and improvement in numeracy skills between the experimental and control groups. The N-gain value of 78% for the experimental class indicates a high improvement, while the effect size of 3.49 falls into the large category. This indicates that the Problem-Based Learning (PBL) model supported by Wordwall has a positive effect on improving students’ numeracy skills.
Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Wayground Terhadap Kemampuan Pemahaman Konsep Matematis Murid Sekolah Dasar Nuraeni, Ukeu; Almujab, Saiful; Nurhadi, Moh
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/khbztp94

Abstract

: Interpreting and representing data remains difficult for a number of elementary pupils because the task requires more than computation. This research examined a learning sequence in which Problem Based Learning (PBL) was supported by Wayground and assessed its contribution to mathematical conceptual understanding. A quantitative quasi-experiment employing a nonequivalent pretest-posttest control-group design was conducted with third-grade pupils of SD Negeri 033 Asmi Bandung. From a population of 134 pupils, class III A and class III B were selected purposively as the experimental and comparison groups; each group contained 28 pupils. Evidence was gathered through essay-based tests, classroom observations, interviews, and documentation, and was processed with IBM SPSS Statistics 29.0. Observation scores for teacher and pupil participation were 87% and 86% in the experimental group, while the comparison group reached 82% and 77%. The experimental group recorded a mean N-Gain of 0.6489, compared with 0.5025 in the comparison group. An independent-samples t-test returned a two-tailed probability of 0.010, which was below 0.05. The findings indicate that integrating Wayground into the PBL sequence contributed significantly to pupils' mathematical conceptual understanding.
Pengembangan LKPD Kontekstual Berbantuan Zep Quiz Untuk Meningkatkan Kemampuan Literasi Matematis dan Motivasi Belajar Trisnavia, Vivi; Imswatama, Aritsya; Lukman, Hamidah Suryani
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/sdbbth62

Abstract

The purpose of the development of the Contextual Learning Activity Sheet (LKPD) with Zep Quiz is to improve mathematical literacy and learning motivation. The research subject is eighth grade students at SMP PGRI Caringin, with the subject of study being statistics. The research method used was Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data collection techniques used include interviews, expert validation, survey distribution, testing, and documentation. The results of this study are as follows: (1) The expert validation was performed by the subject matter and media experts. The expert content validation received a score of 91%, while the expert media validation received a score of 94%, both of which are considered "valid". (2) The practicality of the teaching materials includes the survey responses of teachers and students. The results obtained from the teacher survey were 100%, while the results obtained from the student survey were 84%. Both survey results had a "very practical" criterion. (3) The effectiveness of the instructional material was obtained from the data from the pretest-posttest and the motivation learning survey before and after the intervention using N-Gain. Both data sets received a "moderate" category with a pretest-posttest N-Gain of 0.47 and a motivation learning survey N-Gain of 0.33
Penerapan Model Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa MTsN Agustria, Cut; Susanti
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/7mcpm861

Abstract

Tujuan dari penelitian ini adalah untuk mempelajari bagaimana penerapan model Problem Based Learning (PBL) di MTsN 1 Banda Aceh dapat meningkatkan kemampuan siswa dalam berpikir kritis matematis tentang materi lingkaran. Studi ini menggunakan pendekatan kuantitatif. Ini adalah jenis penelitian kuasi eksperimen (quasi-experimental research) dan memiliki desain Grup Kontrol Pretest-Posttest. Pengambilan sampel dilakukan menggunakan teknik purposive sampling, yang terdiri atas kelas eksperimen (pembelajaran PBL) dan kelas kontrol (pembelajaran konvensional) dengan masing-masing berjumlah 23 siswa. Data dikumpulkan melalui instrumen tes uraian (essay) kemampuan berpikir kritis matematis yang divalidasi oleh ahli dan merujuk pada indikator Robert H. Ennis. Hasil penelitian menunjukkan bahwa penerapan model PBL terbukti secara signifikan lebih efektif dalam meningkatkan kemampuan berpikir kritis matematis siswa dibandingkan pembelajaran konvensional. Hal ini dibuktikan melalui uji Normalized Gain (N-Gain), di mana rata-rata peningkatan kelas eksperimen mencapai skor 0,71 yang termasuk dalam kategori tinggi, sedangkan kelas kontrol hanya memperoleh rata-rata skor 0,24 yang berada pada kategori rendah. Dengan demikian, model PBL dapat direkomendasikan sebagai salah satu alternatif pembelajaran yang bermakna untuk menstimulasi dan meningkatkan keterampilan berpikir kritis matematis siswa secara komprehensif.  
Pengaruh Pembelajaran Mendalam Berbasis Problem Based Learning terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas X Aini, Ida Nur; Sulistyaningrum, Heny
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/kmwxdw87

Abstract

This study analyzes the impact of implementing the Problem Based Learning (PBL) model, which emphasizes deep learning, on students' mathematical problem-solving skills, given the ongoing difficulties faced by tenth-grade students at SMAN 3 Tuban in the 2025/2026 academic year regarding selecting critical information, synthesizing concepts, and applying knowledge to real-world situations. Utilizing a quantitative approach with a quasi-experimental, nonequivalent control group design, this research assesses the effectiveness of the model by assigning class X-D as the experimental group and X-E as the control group, each comprising 36 students selected via cluster random sampling. Data processing was conducted using normality tests, homogeneity tests, and Independent Sample t-tests based on the results of pretest and posttest essay assessments. The findings indicate that H₀ is rejected and H₁ is accepted, with the mean posttest score of the experimental group significantly outperforming that of the control group at a significance level of 0.000 (< 0.05), thereby confirming that the deep learning-oriented PBL model has a significant impact on enhancing students' mathematical problem-solving proficiency.
Peningkatan Kemampuan Pemahaman Konsep Matematis Peserta Didik SMP melalui Game Edukasi Math Tower Race Berbasis Roblox Aliyasari, Nadiya Rahma; Juariah; Sholihah, Wildatus; Sugilar, Hamdan
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/sthrzz46

Abstract

Penelitian ini bertujuan untuk mengkaji peningkatan kemampuan pemahaman konsep matematis peserta didik yang menggunakan game edukasi Math Tower Race berbasis Roblox dibandingkan dengan peserta didik yang menggunakan pembelajaran konvensional. Metode yang digunakan adalah metode kuasi eksperimen dengan desain nonequivalent control group design. Subjek penelitian adalah 60 peserta didik kelas VII di salah satu SMP Provinsi Jawa Barat, yang terbagi ke dalam kelas eksperimen (30 peserta didik) menggunakan Math Tower Race dengan model Game Based Learning, dan kelas kontrol (30 peserta didik) menggunakan pembelajaran konvensional. Pengumpulan data dilakukan melalui pretest dan posttest kemampuan pemahaman konsep matematis pada materi persamaan linear satu variabel. Analisis data menggunakan rumus dan uji Independent Sample t-Test. Hasil penelitian menunjukkan bahwa rata-rata kelas eksperimen sebesar 0,75 (kategori tinggi), lebih tinggi dibandingkan kelas kontrol dengan rata-rata sebesar 0,66 (kategori tinggi). Berdasarkan uji Independent Sample t-Test diperoleh nilai signifikansi dua arah sebesar 0,007 < 0,05, sehingga H₀ ditolak. Hal ini membuktikan bahwa terdapat perbedaan peningkatan kemampuan pemahaman konsep matematis yang signifikan antara peserta didik yang menggunakan game edukasi Math Tower Race dan peserta didik yang menggunakan pembelajaran konvensional.
Penerapan Contextual Teaching and Learning untuk Meningkatkan Motivasi Belajar Matematika Siswa MTs Firmansah, Tomi Arjun; Sulistyaningrum, Heny
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/dh026s59

Abstract

The low learning motivation of eighth-grade students at MTs Al-Mufazah Sukolilo Bancar Tuban formed the background of this study, as indicated by a pre cycle average motivation score of 63.9 (moderate category), with only 17% of students reaching the high category. This condition was driven by the dominance of conventional, teacher-centered learning that lacked relevance to students' real life contexts. This study aims to describe the implementation of the Contextual Teaching and Learning (CTL) model within a deep learning framework in mathematics instruction, to analyze the improvement of students' learning motivation, and to evaluate the achievement of high motivation indicators in each cycle. This research employed a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, conducted in two cycles, each comprising planning, action, observation, and reflection stages. The subjects were 29 eighth-grade students of MTs Al-Mufazah in the 2025/2026 academic year. Data were collected through a learning motivation questionnaire, classroom observation sheets, and teacher interviews, then analyzed using a descriptive comparative method. The results showed a significant and sustained increase in motivation: the average score rose from 63.9 (pre cycle) to 71.7 (cycle I) and 81.7 (cycle II). By the end of cycle II, 97% of students had reached the moderately high or high category, exceeding the 75% success indicator, with 66% classified as high (score ≥85) and 31% as moderately-high. These findings indicate that the CTL model, which contextualizes mathematics with students' real-life experiences, effectively enhances learning motivation, making mathematics learning more meaningful and deep
Peningkatan Pemahaman Konsep Matematika melalui Penerapan Model Discovery Learning Berbantuan Microsite S.id pada Murid SMP Sanjaya, Nanik Fatmawati Sri; Surawan
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/ghqqm819

Abstract

This study examined the improvement of students' mathematical concept understanding through the Discovery Learning model assisted by Microsite S.id. Employing Classroom Action Research (CAR) with the Kemmis and McTaggart framework, this study was conducted in two cycles. The subjects were 32 seventh-grade students of Class VII B at SMP Negeri 6 Tuban. Data were collected using a validated mathematical concept mastery test and classroom activity observation sheets, then analyzed quantitatively and descriptively. The results confirmed a consistent increase in conceptual understanding, where the classroom mean score rose from 46.09 (pre-cycle) to 77.81 (cycle I), and reached 91.88 (cycle II). Concurrently, the classical mastery percentage increased significantly from 9.38% (pre-cycle) to 65.63% (cycle I), and successfully achieved 96.88% at the end of cycle II. This cognitive progress was evident in the students' capacity to re-articulate theoretical principles, categorize objects, formulate mathematical representation models, and solve problems. Furthermore, Microsite S.id effectively served as a learning repository that triggered students' autonomous attention during the concept discovery phase. In conclusion, this model-media unification offers an effective pedagogical alternative to optimize mathematical concept understanding, particularly in quadrilateral topics for junior high school students.
Pengaruh Penerapan Model Guided Discovery Learning Berbantuan Canva terhadap Kemampuan Penalaran Matematis Peserta Didik SMA Ardianti, Zahra Kartika; Arnellis; Fauzan, Ahmad; Khairani
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/99sc9m24

Abstract

Mathematical reasoning ability is an essential competency in mathematics learning, yet Indonesian students generally demonstrate relatively low levels of this ability. This study aimed to examine whether students taught using the Guided Discovery Learning (GDL) model assisted by Canva achieved better mathematical reasoning ability than those taught using direct instruction. A quasi-experimental approach with a nonequivalent posttest-only control group design was employed. The sample consisted of 80 tenth-grade students at SMAN 2 Lubuk Basung, including 40 students in the experimental group and 40 students in the control group, selected through purposive sampling. Data were collected using a mathematical reasoning ability test and analyzed using a one-tailed independent-samples t-test. The experimental group obtained a higher mean score (67.71) than the control group (52.92). The difference was statistically significant (p-value = 0,001 < 0,05), with a medium effect size (Cohen's d = 0.72). These findings indicate that learning through the GDL model assisted by Canva was associated with higher mathematical reasoning ability than learning through direct instruction.
Development of Mathematics Teaching Module Based on Islamic Integrated Resource Based Learning to Improve High School Students' Conceptual Understanding Siregar, Annisa Fachraini; Ariawan, Rezi; Herlina, Sari; Wahyuni, Reni; Nufus, Hayatun
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/h2m7bx34

Abstract

The aim of this study is to develop a mathematics learning module based on the RBL model that incorporates Islamic values, specifically for the topic of compound probability. Additionally, the study seeks to determine whether the module is valid and effective in enhancing students' conceptual understanding. This study was motivated by students' low conceptual understanding of compound probability and the limited availability of independent, Islamic value-integrated learning materials based on RBL syntax. This study employs a Research and Development (R&D) approach based on the 4-D model, which comprises the stages of Define, Design, Develop, and Disseminate. The research subjects consisted of 22 students from class XI at MA IBS Riau. After data were collected using expert validation sheets and pre-test and post-test scores, a descriptive quantitative method was used to analyze them. The results showed that the developed module achieved an overall validity score of 84.29% (categorized as "very valid"). The effectiveness test yielded an average N-Gain score of 0.6914 (moderate category), with 77.3% of students achieving moderate-to-high learning gains and a classical mastery level of 54.55%. These results indicate that the RBL-based mathematics learning module, which incorporates Islamic values ​​into the topic of compound event probability, possesses a satisfactory level of validity and effectiveness. They also demonstrate its suitability as an alternative resource for independent learning, particularly in Islamic boarding schools

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